Mrs. Cacciatore’s PLT 01/06/2012 PROJECT BASED LEARNING project Students in Culinary Arts Program have started the project, creating recipes for the cookbook and resturant.
Pictures of dishes were presented along with an explanation of how the meals were created.
Students have started gathering the nutritional facts, though this is not yet consistant in what is being collected.
The app caloriecounter.com will be a big help with thid because it can put the entire dish together, and is easy to use.
The math teachers are going to be doing the costing with the students based on their recipes and we are still looking for an app to assist with that. The biology teacher will help the students with all of the particulars for that.
Next semester, a few of our seniors will work with the English teacher to come up with an introduction for our cook book and some will work with some printing students to come up with an idea for the cover as well as a format.
Mrs. Cacciatore’s PLT 12/ 2/2011
Recommendations/Suggestions/Questions
Link the PLT’s wiki to BCIT’s homepage
What is the time frame for this project in regards to the teacher and then the student?
Is it to be completed by the end of this school year?
Is there a customized PLT lesson plan template?
Items Discussed
Reviewed information from last meeting
Discussed how to incorporate Biology into our project
Ideas included choosing recipes and creating a heart healthy alternative to the dish.
Recipes should include carbohydrates, lipids, and calories.
Instead of creating a sit down dinner, we will have a tasting in which guests will guess which recipe is the healthy alternative. A survey/questionnaire will be handed out at this time.
Cookbook will consist of two recipes; the original, and the healthy alternative.
EQ: How can a traditional recipe be manipulated into a heart healthy dish while maintaining public appeal?
Unit Title: Culinary/ Printing Project
Included: Math, Biology, English, Special Education
Grade Level: 11th-12th
CCCS
Work.9-12.9.1.12B.3 Select and utilize appropriate technology in the design and implementation of teacher-approved projects relevant to occupations and/or higher educational settings.
SC1.9-12.5.1.12A.2 Assess the risks and benefits associated with alternative solutions.
MA.9-12 ModelingThe basic modeling cycle is summarized in the diagram. It involves (1) identifying variables in the situation and selecting those that represent essential features, (2) formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning behind them. Choices, assumptions, and approximations are present throughout this cycle.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 on page 54.)
6. Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Ms. Cacciatore’s PLT 10/21/2011
Ø Introduction/Explanation of this year’s PLT Ø Watched videos on project based learning Ø Discussion about possible projects o Create a restaurant concept o Design a cookbook with the recipes used for the restaurant concept
Questions/Ideas Ø Can we create a link on BCIT homepage for our wiki? Ø Is there a Deadline/Timeline for projects? Ø Can academic teachers use their prep time to visit the shops and assist students with their projects?
PROJECT BASED LEARNING project
Students in Culinary Arts Program have started the project, creating recipes for the cookbook and resturant.
Mrs. Cacciatore’s PLT 12/ 2/2011
Recommendations/Suggestions/Questions
Link the PLT’s wiki to BCIT’s homepage
What is the time frame for this project in regards to the teacher and then the student?
Is it to be completed by the end of this school year?
Is there a customized PLT lesson plan template?
Items Discussed
- Reviewed information from last meeting
- Discussed how to incorporate Biology into our project
- Ideas included choosing recipes and creating a heart healthy alternative to the dish.
- Recipes should include carbohydrates, lipids, and calories.
- Instead of creating a sit down dinner, we will have a tasting in which guests will guess which recipe is the healthy alternative. A survey/questionnaire will be handed out at this time.
- Cookbook will consist of two recipes; the original, and the healthy alternative.
- EQ: How can a traditional recipe be manipulated into a heart healthy dish while maintaining public appeal?
- Unit Title: Culinary/ Printing Project
- Included: Math, Biology, English, Special Education
- Grade Level: 11th-12th
- CCCS
- Work.9-12.9.1.12B.3 Select and utilize appropriate technology in the design and implementation of teacher-approved projects relevant to occupations and/or higher educational settings.
- SC1.9-12.5.1.12A.2 Assess the risks and benefits associated with alternative solutions.
- MA.9-12 ModelingThe basic modeling cycle is summarized in the diagram. It involves (1) identifying variables in the situation and selecting those that represent essential features, (2) formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning behind them. Choices, assumptions, and approximations are present throughout this cycle.
- 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 on page 54.)6. Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Ms. Cacciatore’s PLT 10/21/2011
Ø Introduction/Explanation of this year’s PLT
Ø Watched videos on project based learning
Ø Discussion about possible projects
o Create a restaurant concept
o Design a cookbook with the recipes used for the restaurant concept
Questions/Ideas
Ø Can we create a link on BCIT homepage for our wiki?
Ø Is there a Deadline/Timeline for projects?
Ø Can academic teachers use their prep time to visit the shops and assist students with their projects?